Childminder in Cornwall

Inspection date

Previous inspection date 11/12/2014 02/02/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder successfully promotes children's well-being and self-confidence, meaning they feel safe and secure in her care.  The childminder encourages children's independent skills through clear routines that encourage cooperation, self-care skills and healthy choices.  The childminder completes regular assessments of children's progress. She uses these effectively to plan activities that successfully support children's learning and development.  The childminder attends regular relevant training courses and uses effective systems to monitor and evaluate her practice, in order to drive continuous improvement.

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It is not yet outstanding because

 The childminder has not established fully effective partnership working with other early years settings that children attend.  The childminder does not always use daily routine activities fully to promote children's early reading and writing skills.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector viewed the premises, toys and equipment.  The inspector engaged in discussion with the childminder and children.  The inspector observed interactions between the childminder and children.  The inspector sampled childminding documentation and children's records.

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Information about the setting

The childminder registered in 2002. She lives with her husband and two children in the town of St. Austell in Cornwall. Children generally use a designated games room, with toilet facilities situated to the rear of the property, as well as other areas within the childminder's home. An enclosed garden area is available for outdoor play activities. The family dog has use of a separate area of the garden. There are currently four children attending who are in the Early Years Foundation Stage. Some also attend other early years settings. The childminder receives funding for the provision of free early education to children aged two, three and four years. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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To further improve the quality of the early years provision the provider should:

 increase opportunities for effective partnership working with other early years providers children attend

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To further improve the quality of the early years provision the provider should:

 extend everyday routine activities further to encourage and support the development of children's literacy skills.

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who attend

The childminder has a secure understanding of how children learn and develop. She follows good procedures to establish their preferences, interests and abilities. This helps her to provide children with a broad and balanced range of enjoyable learning experiences, which meet their individual needs. The quality of teaching is good. The childminder uses effective methods to encourage and help children in their learning. She listens and responds enthusiastically to children, provides a good range of interesting toys and resources and makes suggestions to extend play. For example, children are learning to use scissors as they make Christmas cards. The childminder is patient and supportive. She respects the fact that children want to do it themselves, so guides them gently with positive encouragement and instructions.

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who attend

The childminder uses effective systems to monitor and assess children's progress. As a result, she identifies appropriate areas for their future development and plans interesting activities to help them make good progress. However, the childminder does not extend children's developing literacy skills further. For example, through daily routine activities by encouraging children to make records and lists, such as recording the date and keeping a log of the weather, so that they find ways of using writing for a purpose. The childminder encourages opportunities for shared home learning, by allowing parents to regularly view their child's assessment record. She also engages them in daily discussion about children's progress and activities they can enjoy at home.

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who attend

The childminder encourages children to express themselves freely through their emerging vocabulary, body language and facial expression. She teaches them the importance of managing their own personal care needs and self-care. In addition, the childminder ensures children learn essential social skills as they learn to share, take turns and cooperate with others. As a result of the childminder's effective teaching skills, children are prepared well for their future learning.

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The contribution of the early years provision to the well-being of children

Children form a secure attachment to the childminder and establish positive friendships with other children. This promotes their sense of well-being and belonging. The childminder is a positive role model, who sets good examples to children. Children follow her lead and are well behaved, kind and helpful. They learn how to identify and manage everyday risk and keep themselves and others safe. This is because the childminder talks to them about fire safety and about how to avoid trips and falls. The childminder is very attentive to children and meets their needs promptly. As a result, children feel safe and secure. Children learn to respect people's differences, as they celebrate their own cultures and beliefs, and those of others. They regularly explore the local community and engage in activities to learn about the wider world. Children also participate in social activity groups, visit the Eden Project and investigate the countryside. As a result, they develop an

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The contribution of the early years provision to the well-being of children

awareness of nature, the world around them and the range of people in the local community.

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The contribution of the early years provision to the well-being of children

Children develop healthy eating habits because the childminder encourages them to eat nutritious foods in sufficient quantities. They have their own cup readily available, so they can drink water as they need to throughout the day. The childminder provides good opportunities for outdoor play and exploration in the garden, during walks and in the park. This enables children to benefit from fresh air and physical exercise each day. Children also engage in music and movement sessions indoors. Children learn that these good practices have a positive impact on their health. In addition to her home, the childminder uses a games room in the garden for childminding. The premises are welcoming, well organised and stimulating. Toys and resources are stored at child height, which promotes independence. Outdoors, children benefit from a good range of play equipment. The childminder establishes positive working relationships with parents. Although partnerships

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The contribution of the early years provision to the well-being of children

with other early years settings children attend are not fully in place. Therefore, children do not always benefit from continuity of care and learning.

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provision

The childminder has a good understanding of the learning and development, and safeguarding and welfare requirements of the Early Years Foundation Stage. Therefore, she successfully promotes children's well-being and enables them to make good developmental progress in relation to their individual starting points. The childminder ensures that suitability checks are in place for adults living on the premises. She supervises children appropriately at all times. Children participate in regular emergency evacuation procedures of the home to develop their confidence and familiarity. They also learn how to identify and manage everyday risk through ongoing discussion with the childminder. The childminder has a secure understanding of the local safeguarding procedures and is confident to follow these if required. A written risk assessment along with daily visual checks on the premises, toys and equipment helps the childminder to

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provision

keep children safe. Therefore, she promotes children's safety well.

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provision

The childminder delivers an effective educational programme that helps children overall, to make good progress towards the early learning goals. Her tracking of children's progress and learning needs enables her to adapt the educational programmes successfully to meet children's changing developmental needs. The childminder works positively with parents, which contributes well to meeting children's individual needs and promoting home learning. Partnerships with other settings children attend are not as effective. The childminder regularly attends relevant early years training courses, to update her knowledge and skills. This, along with her secure knowledge of how to follow good early years practice, helps her to review her childminding practice. As a result, she identifies appropriate areas for future improvement. This currently includes continued attendance of relevant early years training events and the introduction of Forest School activities. The

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provision

childminder has addressed the recommendations from her previous inspection well. This means children benefit from stronger partnerships between the childminder and their parents and they learn well about difference and diversity.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY101497 Local authority Cornwall Inspection number 842466 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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